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  2. Teaching Languages other than English in the Secondary School [LAN4284]

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching Languages other than English in the Secondary School

  • Unit Code

    LAN4284

  • Year

    2015

  • Enrolment Period

    1

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

Teaching languages other than English in upper and lower secondary classes; programming and lesson planning; teaching strategies; classroom organisation; assessing student achievement; marking, grading and reporting; use of print, audio visual and advanced technology resources; evaluating and reviewing.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Equivalent Rule

Unit was previously coded LAN4283, LAN6632

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply the process of partial immersion and integrate the LOTE program with the various levels of the primary school curriculum where appropriate.
  2. Appraise existing resources, devise their own resources, and adapt authentic and other materials to facilitate student learning.
  3. Demonstrate understanding of the place of teaching and learning languages at the primary and secondary school levels in the Australian context.
  4. Develop programs of work in the four macro-skills - listening, speaking, reading and writing, based on the ALL Guidelines and the National LOTE Statements and Profiles, and TEE Syllabus.
  5. Display an awareness of the balance of the four macro-skills for the various levels of learners and develop appropriate programs of work.
  6. Plan activity-based assessment and recording procedures, including the application of student outcomes from the National Profiles.

Unit Content

  1. Assessment procedures, marking, grading and reporting, using student outcome profiles, and applying TEE procedures.
  2. Classroom observation.
  3. Evaluating and review of LOTE programs.
  4. Implementing a LOTE program: organisational features, and developing a school LOTE policy and recommendations.
  5. Lesson planning - exploring strategies for listening, speaking, reading and writing appropriate for different levels of learners.
  6. Selecting, adapting, creating and evaluating resources.
  7. Techniques of dealing with errors.
  8. Working with syllabus materials and teaching and learning strategies appropriate to the specific language taught e.g. Chinese, Japanese, French, German, Italian.
  9. Writing modules for use in LOTE programs: developing activities, planning a module framework, and writing language specific checklists.

Additional Learning Experience Information

Lectures, peer teaching, journal-keeping, practical workshops, classroom observations and practice teaching. Core topics will be presented in lecture settings and this will be followed by smaller group seminars which address specific primary and secondary school topics, depending on composition of student group.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentLesson planning, programming and resources (language-specific)60%
PortfolioE Portfolio40%

Text References

  • ^ Scarino et al (1991). The Pockel ALL. Canberra: Curriculum Development Corporation.
  • Harmer, Jeremy (1987). Teaching and Learning Grammar. London: Longman.
  • Ur, Penny (1987). Teaching Listening Comprehension. Cambridge: Cambridge University Press.
  • Hill, D. (1991). Visual Impact. London: Longman.
  • Jenkins, H. (1986). Learning Languages in Western Australian Primary Schools. Perth: WAMEAC.
  • Scarino, A., Vale, D., McKay, P., and Clark, J. (1988). Australian Language Levels Guidelines. Canberra: Curriculum Development Centre.
  • Blenkin, Geva M., & Kelly, A.V. (1987). The Primary Curriculum: A Process Approach to Curriculum Planning, 2nd. ed. N.Y.: Harper & Row.
  • Heaton, J.B. (1990). Classroom Testing. London: Longman.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN4284|1|1

Faculty of Education and Arts

School: Education

This unit information may be updated and amended immediately prior to semester. To ensure you have the correct outline, please check it again at the beginning of semester.

  • Unit Title

    Teaching Languages other than English in the Secondary School

  • Unit Code

    LAN4284

  • Year

    2015

  • Enrolment Period

    2

  • Version

    1

  • Credit Points

    10

  • Full Year Unit

     N

  • Mode of Delivery

    On Campus

Description

Teaching languages other than English in upper and lower secondary classes; programming and lesson planning; teaching strategies; classroom organisation; assessing student achievement; marking, grading and reporting; use of print, audio visual and advanced technology resources; evaluating and reviewing.

Non Standard Timetable Requirements

Both on-campus and residency mode of delivery are available. Selected Pre-service Teachers may complete some aspects of the unit within the residency schools as part of the residency mode.

Equivalent Rule

Unit was previously coded LAN4283, LAN6632

Learning Outcomes

On completion of this unit students should be able to:

  1. Apply the process of partial immersion and integrate the LOTE program with the various levels of the primary school curriculum where appropriate.
  2. Appraise existing resources, devise their own resources, and adapt authentic and other materials to facilitate student learning.
  3. Demonstrate understanding of the place of teaching and learning languages at the primary and secondary school levels in the Australian context.
  4. Develop programs of work in the four macro-skills - listening, speaking, reading and writing, based on the ALL Guidelines and the National LOTE Statements and Profiles, and TEE Syllabus.
  5. Display an awareness of the balance of the four macro-skills for the various levels of learners and develop appropriate programs of work.
  6. Plan activity-based assessment and recording procedures, including the application of student outcomes from the National Profiles.

Unit Content

  1. Assessment procedures, marking, grading and reporting, using student outcome profiles, and applying TEE procedures.
  2. Classroom observation.
  3. Evaluating and review of LOTE programs.
  4. Implementing a LOTE program: organisational features, and developing a school LOTE policy and recommendations.
  5. Lesson planning - exploring strategies for listening, speaking, reading and writing appropriate for different levels of learners.
  6. Selecting, adapting, creating and evaluating resources.
  7. Techniques of dealing with errors.
  8. Working with syllabus materials and teaching and learning strategies appropriate to the specific language taught e.g. Chinese, Japanese, French, German, Italian.
  9. Writing modules for use in LOTE programs: developing activities, planning a module framework, and writing language specific checklists.

Additional Learning Experience Information

Lectures, peer teaching, journal-keeping, practical workshops, classroom observations and practice teaching. Core topics will be presented in lecture settings and this will be followed by smaller group seminars which address specific primary and secondary school topics, depending on composition of student group.

Assessment

GS1 GRADING SCHEMA 1 Used for standard coursework units

Students please note: The marks and grades received by students on assessments may be subject to further moderation. All marks and grades are to be considered provisional until endorsed by the relevant Board of Examiners.

ON CAMPUS
TypeDescriptionValue
AssignmentLesson planning, programming and resources (language-specific)60%
PortfolioE Portfolio40%

Text References

  • ^ Scarino et al (1991). The Pockel ALL. Canberra: Curriculum Development Corporation.
  • Harmer, Jeremy (1987). Teaching and Learning Grammar. London: Longman.
  • Ur, Penny (1987). Teaching Listening Comprehension. Cambridge: Cambridge University Press.
  • Hill, D. (1991). Visual Impact. London: Longman.
  • Jenkins, H. (1986). Learning Languages in Western Australian Primary Schools. Perth: WAMEAC.
  • Scarino, A., Vale, D., McKay, P., and Clark, J. (1988). Australian Language Levels Guidelines. Canberra: Curriculum Development Centre.
  • Blenkin, Geva M., & Kelly, A.V. (1987). The Primary Curriculum: A Process Approach to Curriculum Planning, 2nd. ed. N.Y.: Harper & Row.
  • Heaton, J.B. (1990). Classroom Testing. London: Longman.

^ Mandatory reference

Disability Standards for Education (Commonwealth 2005)

For the purposes of considering a request for Reasonable Adjustments under the Disability Standards for Education (Commonwealth 2005), inherent requirements for this subject are articulated in the Unit Description, Learning Outcomes and Assessment Requirements of this entry. The University is dedicated to provide support to those with special requirements. Further details on the support for students with disabilities or medical conditions can be found at the Access and Inclusion website.

Academic Misconduct

Edith Cowan University has firm rules governing academic misconduct and there are substantial penalties that can be applied to students who are found in breach of these rules. Academic misconduct includes, but is not limited to:

  • plagiarism;
  • unauthorised collaboration;
  • cheating in examinations;
  • theft of other students' work;

Additionally, any material submitted for assessment purposes must be work that has not been submitted previously, by any person, for any other unit at ECU or elsewhere.

The ECU rules and policies governing all academic activities, including misconduct, can be accessed through the ECU website.

LAN4284|1|2